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Spanish Curriculum

Grade 7: Unit One

Title: Our World

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Course Description

Philosophy

Paterson Public Schools is committed to seeing that all students progress and develop the required skills to support second language

acquisition. At the completion of a strong series of course studies, students will be able to:

Demonstrate knowledge of vocabulary pertaining to thematic unit contexts

Express thoughts and ideas on a variety of topics

Move progressively from simple sentence structures to a more complex use of verbs, adjectives, adverbs, richer expressions, etc…

Rely on background knowledge to develop fluency in the second language related to their daily lives, families, and communities

Compose short dialogues, stories and narratives on a variety of topics

Describe the products, practices and perspectives of the target culture

Read, listen, and understand age-appropriate authentic materials presented by natives for natives, as well as familiar materials

translated from English into the target language

Become global citizens, understanding and respecting cultural differences, and promoting acceptance of all people from all cultures

Overview The Spanish Program at Paterson Public Schools will focus on acquiring communication skills and cultural exposure. It is divided into four

units of study and encompasses the N.J.C.C.C. Standards for World Languages that address the need to prepare all students for an

interdependent world.

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The World Languages units for Grade 7 consist of the following four thematic units of study:

Unit 1: Our World

Unit 2: Around town

Unit 3: Home, sweet home

Unit 4: Staying healthy

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Pacing Chart – Unit 1

# Student Learning Objective CCSS 9 weeks

1 Identify target countries, capitals and continents

orally and in writing. 7.1.NM.B.2

7.1.NM.C.4

2 Identify and describe nationalities orally and in

writing.

7.1.NM.B.3

7.1.NM.C.4

3 Discuss and describe climate and weather in Latin

and Central America orally and in writing.

7.1.NM.B.1

7.1.NM.B.4

7.1.NM.A.4

4 Identify and locate significant mountains, bodies of

water and points of interests in the Spanish-

speaking countries.

7.1.NM.A.1

7.1.NM.A.4

5 Identify, describe and discuss tropical rainforests,

animals and plants orally and in writing.

7.1.NM.C.1

7.1.NM.C.4

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Educational Technology

Standards

8.1.8.A.1, 8.1.8.B.1, 8.1.8.C.1, 8.1.8.D.1, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word

processing program.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event on a collaborative, web-based service.

Communication and Collaboration

Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or

issue, and propose possible solutions.

Digital Citizenship

Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics.

Research and Information Literacy

Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world

problem.

Critical Thinking, Problem Solving, Decision Making

Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of

other cultures about a current event or contemporary figure.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies

Time/General

Extra time for assigned tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture notes/outline

Processing

Extra Response time

Have students verbalize steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step directions

Short manageable tasks

Brief and concrete directions

Provide immediate feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic organizers

Reference resources to

promote independence

Visual and verbal reminders

Graphic organizers

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions aloud

Behavior/Attention

Consistent daily structured

routine

Simple and clear classroom

rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

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Enrichment

Accommodate Based on Students’ Individual Needs: Strategies

Adaption of Material and Requirements

Additional Projects

Elevated Text Complexity

Tiered/ Multilevel Activities

Independent Student Options

Projects completed individually or with partners

Open-ended activities

Individual Response Board

Learning Centers

Opportunities to Sustain Discourse

Circumlocution Strategies

Picture Similarity Description

R.A.F.T.

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

Integrated Performance Assessments

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks, Padlet

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog; Makebeliefscomix to create a comic strip

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Enduring Understanding:

➢ Geography influences needs, interests and skills

➢ Geography affects climate

➢ Climate change affects human lives

➢ National origin and birthplace shape your identity and lifestyle

➢ The values, norms and perspectives of a culture are reflected in the language used by that culture

Grade: 7

Unit: One Topic: Our World

New Jersey Core Curriculum Content Standards (NJCCCS):

7.1.NM.A.1, 7.1.NM.A.4 , 7.1.NM.B.1, 7.1.NM/B.2, 7.1.NM.B.3, 7.1.NM.B.4, 7.1.NM.C.1, 7.1.NM.C.4

ACTFL Modes of Communication:

Interpersonal

Interpretive

Presentational

NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

SLO # 1

Identify target countries, How does

Map Activity

Use an interactive white board on ¡Avancemos! 1

Maps There are 21 Spanish-

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

capitals and continents

orally and in writing.

Standard: 7.1.NM.B.2

Give and follow simple

oral and written directions,

commands, and requests

when participating in age-

appropriate classroom and

cultural activities.

Standard: 7.1.NM.C.4

Present information from

age- and level-appropriate,

culturally authentic

materials orally or in

writing.

geography affect

culture?

How does

geography

influence lifestyle

and point of view?

What stories do

maps and globes

tell?

What makes places

unique and

different?

which students find and label

Spanish-speaking countries, capitals

and continents.

Mini Report

Create a mini report on the

geography of one Spanish-speaking

country. Present to the class

including the country’s name,

capital, continent, and two major

mountains and/or water bodies.

Class Mural

Students draw maps of Central and

South America and then work

together to assemble a large map

like a puzzle.

Textbook: pp xlii-xliii

¡Avancemos! 1

Textbook: pp. 12-13

CD 1: Tracks 10, 11

Flashcards- Quizlet

https://quizlet.com/6862

730/21-spanish-

speaking-countries-

their-capitals-flash-

cards/

Paper

Scissors

Coloring pencils

Markers

Crayons

Tape

speaking countries in the

world.

SLO # 2

Identify and describe

nationalities orally and in

What contributes to

my identity?

How does my

nationality define

Identification Card

1. Give students cards with a

Spanish name and a country.

Have students locate the country

¡Avancemos! 1

Textbook: pp 12-13

CD 1: Tracks 10, 11

Nationality adjectives are

defined by gender and

number.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

writing.

Standard: 7.1.NM.B.3

Imitate appropriate

gestures and intonation of

the target culture(s) and

language during greetings,

leave-takings, and daily

interactions.

Standard: 7.1.NM.C.4

Present information from

age- and level-appropriate,

culturally authentic

materials orally or in

writing.

me?

What does it mean

to be latino/latina?

of their card on a map. Students

will introduce themselves by

using the name on the card, the

country they are from and the

nationality based on the gender.

i.e José/México - Me llamo José.

Yo soy de México. Yo soy

mexicano.

2. In pairs, students can conduct

dialogues with the same

information, using

question/answer format.

Nationality Identification Map

Based on the map on page 14,

activity #11, students will identify

and write where each person is from,

according to the numbers on the

map.

Role Play

In pairs, students will converse and

ask their partner where he/she is

from. The partner will answer with

the country listed in activity # 12.

¡Avancemos! 1

Textbook: p. 14

Activity # 11

¡Avancemos! 1

Textbook: p. 14

Activity # 12

All Spanish dialects use the

same written standard, all

spoken varieties differ from

the written variety, in

different degrees. There are

differences between

European Spanish and

the Spanish of the

Americas, as well as many

different dialect areas both

within Spain and

within Hispanic America.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

SLO # 3

Discuss and describe

climate and weather in

Latin and Central America

orally and in writing.

Standard: 7.1.NM.B.1

Use digital tools to

exchange basic

information at the word

and memorized-phrase

level related to self and

targeted themes.

Standard:7.1.NM.B.4

Ask and respond to simple

questions, make requests,

and express preferences

using memorized words

and phrases.

Standard: 7.1.NM.A.4

Identify familiar people,

places, and objects based

What effect does

weather have on

people?

What causes

seasonal variation?

White Boards

The teacher will show an image

describing weather or seasonal

conditions. Students will write the

weather expression on their white

boards. The teacher will quickly

assess answers before moving

forward to the next image.

El tiempo

Listen to the audio, track 19,

meteorologists describing weather in

their region. Write the letter of the

photo that corresponds to the

weather descriptions you hear (p. 21,

activity 20).

Kahoot.it

Create a Kahoot game on weather

and seasons. Students will respond

on electronic devices i.e. cell

phones, tablets, iPads, etc...

Journal

Write a journal entry on your

favorite season and explain why you

like that season. Describe the

Avancemos! 1

Textbook: p. 195

Las estaciones

Textbook: pp 20-21

CD 1: Tracks 17, 18, 19

Activities: 20, 21, 22

Los huracanes

Textbook: p. 158

Las estaciones- video

https://www.youtube.co

m/watch?v=XhGkTV84

WZM

Tipos de clima - video

https://www.youtube.co

m/watch?v=wVhnaEwO

y_4

Kahoot.it

https://create.kahoot.it/a

ccount/register/

Celsius is a measurement

of temperature in which 0

degrees represents the

freezing point of water, and

100 degrees represents

water’s boiling point at the

standard atmosphere,

which is the mean

barometric pressure at the

mean sea level.

This temperature scale was

developed by Swedish

astronomer Andres Celsius

in 1742. Celsius is credited

with being the first

astronomer to analyze the

changes in the Earth’s

magnetic field, and he

developed measuring tools

to assess the brightness of

stars.

Conversion Formulas

Celsius to Fahrenheit:

Multiply by 9, divide by 5,

then add 32

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

on simple oral and/or

written descriptions

weather and activities that might be

appropriate for the season, feelings,

etc...

Learning Stations around the

World

Students rotate from one learning

center to another to ask/respond to

questions about various Spanish-

speaking countries' weather

conditions based on the images

displayed in each station.

Fahrenheit to Celsius:

Subtract 32, then multiply

by 5, then divide by 9

SLO # 4

Identify and locate

significant mountains,

bodies of water and points

of interests in the Spanish-

speaking countries.

Standard: 7.1.NM.A.1

Recognize familiar spoken

or written words and

phrases contained in

culturally authentic

Where are the main

bodies of water in

the world?

In what ways do

oceans and seas

sustain human and

animal life?

Fly Swatter

Each side of the room counts off.

Using a large map, the teacher will

say a location and a pair of students

will compete to be the first one to

swat the correct answer, winning a

point for the team.

Kahoot.it

Create a Kahoot game about

mountains, bodies of water or points

of interests found in the Spanish-

speaking world. Students will

¡Avancemos! 1

Textbook: p. 368

Textbook: pp 352-353

Textbook: pp 298-299

Textbook: p. 245

¡Avancemos! 1

Cultural References

Points of Interest

Textbook: p. T 32

South America -

Outline Map

http://www.worldatlas.c

om/webimage/countrys/

Civilizations like the

Olmec, Maya, Aztec and

Inca built pyramids to

house their deities, as well

as to bury their kings. In

many of their great city-

states, temple-pyramids

formed the center of public

life and were the site of

much holy ritual, including

human sacrifice.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

materials using electronic

information sources

related to targeted themes

Standard: 7.1.NM.A.4

Identify familiar people,

places, and objects based

on simple oral and/or

written descriptions

respond on electronic devices i.e.

cell phones, tablets, iPads, etc...

Picture Prompt

Each student will be given an image

of a monument and/or point of

interest. Students will identify its

name and location and provide a

description in Spanish.

samerica/samera.htm

South American

Bodies of Water

https://quizlet.com/1821

8519/south-america-

bodies-of-water-and-

other-features-flash-

cards/

Kahoot.it

https://create.kahoot.it/a

ccount/register/

SLO # 5

Identify, describe and

discuss tropical

rainforests, animals and

plants orally and in

writing.

Standard: 7.1.NM.C.1

Use basic information at

Where are the

world’s rainforests

located?

Why should we

preserve

rainforests?

Why are some

animals in danger

of extinction?

Tropical Forests

In groups, students are assigned a

rain forest from around the world.

Students work together to research

information about their rainforests

and present to the whole group on

chart paper in the target language.

Journal Entry

Write a journal entry about your

favorite rainforest, the country it is

in and explain why you like it.

¡Avancemos! 1

Un parque nacional

Textbook: p. 137

Flashcards-Quizlet

https://quizlet.com/7923

12/spanish-vocab-

rainforest-flash-cards/

El Yunque is a forest

located in northeastern

Puerto Rico. It is the only

tropical rain forest in the

United States National

Forest System.

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NJDOE Student

Learning Objective

Essential Questions Sample Activities Resources Cultural Practices,

Products, and

Perspectives

the word and memorized-

phrase level to create a

multimedia-rich

presentation on targeted

themes to be shared

virtually with a target

language audience.

Standard: 7.1.NM.C.4

Present information from

age- and level-appropriate,

culturally authentic

materials orally or in

writing.

Include types of animals and plants

that you find fascinating.

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Unit 1 Vocabulary

Unidad 1: Vocabulario: Our World

Countries and Capitals/ Los

países y las capitales

Weather and Climate/El tiempo y

la clima

Vocabulary/Vocabulario Adjectives/ Los adjetivos

Argentina – Buenos Aires

Bolivia – La Paz, Sucre

Chile – Santiago

Colombia – Bogotá

Costa Rica – San José

Cuba – Habana

La República Dominicana –

Santo Domingo

Ecuador – Quito

El Salvador – San Salvador

Guatemala – Guatemala City

Honduras – Tegucigalpa

México – México City

Nicaragua – Managua

Panamá – Panamá City

Paraguay – Asunción

Perú – Lima

Puerto Rico – San Juan

España – Madrid

Uruguay – Montevideo

Venezuela – Caracas

Los países hispanohablantes

Las estaciones:

El invierno

La primavera

El verano

El otoño

El tiempo:

¿Qué tiempo hace?

Hace calor

Hace sol

Hace frío

Hace viento

Hace fresco

Hace niebla

Llueve

Nieva

Hace mal tiempo

Hace buen tiempo

Está nublado

El mapa

El país

La capital

El clima

El tiempo

La temperatura

La estación

El bosque

El mar

El océano

El río

El huracán

El volcán

La selva

La selva amazónica

La selva lluviosa

La tormenta tropical

Los animales

Las plantas

La montaña

La frontera

El origen

Las ruinas

americano/americana

argentino/argentina

boliviano/boliviana

chileno/chilena

colombiano/colombiana

costarricense/costarricense

cubano/cubana

dominicano/dominicana

ecuatoriano/ecuatoriana

salvadoreño/salvadoreña

guatemalteco/guatemalteca

hondureño/hondureña

mexicano/mexicana

nicaragüeño/nicaragüeña

panameño/panameña

paraguayo/paraguaya

peruano/peruana

puertorriqueño/puertorriqueña

español/española

uruguayo/uruguaya

venezolano/venezolana

tropical

extinto/extinta

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Unit 1 Vocabulary

Unidad 1: Vocabulario: Our World

Places/Lugares Body of water/ Cuerpo de agua Verbs/Los verbos

Other words and phrases

Los Andes

Los Pirineos

Cotopaxi volcán

La ciudad del fin del mundo

Mitad del Mundo - Ecuador

Altar de la Patria

El Museo al Aire Libre

Estatua a Simón Bolívar

Estatua de Cristóbal Colón

Las Cataratas del Iguazú -

Argentina

El Gran Agujero de Azul - Beliz

El Río Caño Cristales- Colombia

Machu Picchu - Perú

Chichén Itzá - México

Bosque de Arrayanes - Chile

Parque Nacional El Boquerón - El

Salvador

Parque Nacional Tortuguero -

Costa Rica

Uaxactún - Guatemala

Yaxhá - Guatemala

Bosque Nuboso Monteverde-

Costa Rica

El Océano Pacifico

El Océano Atlántico

El Mar Caribe

El Mar Mediterráneo

El Mar Cantábrico

El golfo de México

El golfo de Panamá

El Río Negro

El lago

Ser

Estar

Gustar

Hacer

Haber

Hablar

Ver

¿Donde es...?

¿Cuál es...?

¿Por qué?

Porque...

¿Cuál es la temperatura?

¿De dónde es...?

Yo soy de...

El es de...

Ella es de...

Yo soy ...

El es ...

Ella es …

Tan…..como

Mas…….que

Menos……que

19 | P a g e U N I T 1

Unit 1 Grammar

This Unit will focus on the following grammatical concepts:

Subject pronouns

Infinitive forms of regular verbs

Present tense of irregular verbs – ser, estar, tener

Present tense of Gustar + infinitive

Nationality adjectives

Expressions with Hacer

Prepositions of location

Comparatives

Interrogative adjectives

Question forms

Ser Estar Hablar

Yo soy

Tú eres

Él/ella es

Nosotros (as) somos

Vosotros (as) sois

Ellos/ellas son

Yo estoy

Tú estás

Él/ella esta

Nosotros (as) estamos

Vosotros (as) estáis

Ellos/ellas están

Yo hablo

Tú hablas

Él/ella habla

Nosotros hablamos

Vosotros habláis

Ellos/ellas hablan

20 | P a g e U N I T 1

Unit Project (Choose 1)

Project (Suggested) Project (Suggested)

1. Create a Power Point Presentation of a National Park located in a

Spanish-speaking country. Include in your PPT images, animals, and

plants. Present your PPT to the whole group and be prepared to explain

the climate, types of animals present, types of plants, the variety of both,

and some adjectives to describe the beauty of the National Park.

RUBRIC REQUIRED

2. Select a famous landmark or monument located in a Spanish-speaking

country. In groups of two, create a short video clip or PowerPoint

presentation informing about the importance, description and location of

this place. Draw a comparison to a similar landmark or monument that is

found in the United States. Compare and contrast the two.

RUBRIC REQUIRED